The DOI matches its Crossref record; 55 of the 58 references it cites were found in a registry or an index; 2 of the 22 sources its claims cite were checked for support.
Social-information-processing patterns mediate the impact of preventive intervention on adolescent antisocial behavior
Open accessAbstract
In the study reported here, we tested the hypothesis that the Fast Track preventive intervention's positive impact on antisocial behavior in adolescence is mediated by its impact on social-cognitive processes during elementary school. Fast Track is the largest and longest federally funded preventive intervention trial for children showing aggressive behavior at an early age. Participants were 891 high-risk kindergarten children (69% male, 31% female; 49% ethnic minority, 51% ethnic majority) who were randomly assigned to an intervention or a control group by school cluster. Multiyear intervention addressed social-cognitive processes through social-skill training groups, parent groups, classroom curricula, peer coaching, and tutoring. Assigning children to the intervention decreased their mean antisocial-behavior score after Grade 9 by 0.16 standardized units (p < .01). Structural equation models indicated that 27% of the intervention's impact on antisocial behavior was mediated by its impact on three social-cognitive processes: reducing hostile-attribution biases, increasing competent response generation to social problems, and devaluing aggression. These findings support a model of antisocial behavioral development mediated by social-cognitive processes, and they guide prevention planners to focus on these processes.
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Claims the paper makes
20 Own result · 11 Own method · 7 Sources not found · 6 Own interpretation · 3 No full text of the sources · 2 Partly supported · 2 Not checked yet · accuracy not yet measured
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, the impact of intervention on children’s competent response generation measured after Grade 1 significantly mediated the intervention’s impact on antisocial behavior (p < .05; coefficient = −0.02, 95% bias-adjusted CI = [−0.06, −0.003]), with 14% of intervention’s impact on antisocial behavior mediated by improvements in response generation.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Mediation of the effect of intervention on antisocial behavior
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- The authors state this as an assumption: Missing data were missing at random.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, the impact of intervention on aggressive response evaluation in Grades 4 and 5 marginally mediated the intervention’s impact on antisocial behavior (p < .10; indirect effect = −0.02, with 90% bias-adjusted CI = [−0.04, −0.001]), with 9% of intervention’s impact on antisocial behavior mediated by response evaluation.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Mediation of the effect of intervention on antisocial behavior
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- The authors state this as an assumption: Missing data were missing at random.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Assigning children to the intervention decreased their mean antisocial-behavior score after Grade 9 by 0.16 standardized units (p < .01).”
- Also stated in: § Effect of intervention on adolescent antisocial behavior · plain
“The mean antisocial-behavior-construct score for children assigned to the intervention group was −0.16 points lower than the mean among children assigned to the control condition (p < .01).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
- Also stated in: § Effect of intervention on adolescent antisocial behavior · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The indirect effect of intervention on antisocial behavior as mediated by social-cognitive processes was significant (p < .05), and 27% of intervention’s impact on antisocial behavior after Grade 9 was mediated by the combined impact of intervention on hostile-attribution bias, competent response generation, and aggressive response evaluation.”
- Also stated in: § Abstract · hedged
“Structural equation models indicated that 27% of the intervention’s impact on antisocial behavior was mediated by its impact on three social-cognitive processes: reducing hostile-attribution biases, increasing competent response generation to social problems, and devaluing aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Mediation of the effect of intervention on antisocial behavior
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- The authors state this as an assumption: Missing data were missing at random.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
- Also stated in: § Abstract · hedged
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We did not have sufficient statistical power to test mediation separately for each of many subgroups, and although the findings held for the entire sample, they might not hold within each group.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 11
- It may state two separate claims as one. 17
- The quote only partly states this claim. 5
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Raver et al. (2011) found that self-regulation skills mediated the impact of intervention on preschoolers’ kindergarten outcomes.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Preventive Interventions in Antisocial Behavior
What the sources say
- Partly supportedcites Raver et al. (2011) sourceExperimental — accuracy not yet measured
The Results section reports that attention/impulse control and executive functioning mediated the intervention’s effects on preschoolers’ preacademic outcomes; effortful control did not. The Hypotheses and Results of Direct Treatment Effects sections place those outcomes in the spring of the children’s Head Start year, not in kindergarten. Page numbers are unavailable in our copy. (LLM, conf=0.89)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Wilson and Lipsey’s (2007) meta-analysis yielded a mean intervention effect size of .21 for school-based cognitive-behavioral programs on aggressive and disruptive behavior.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Preventive Interventions in Antisocial Behavior
What the sources say
- Partly supportedcites Wilson and Lipsey’s (2007) sourceExperimental — accuracy not yet measured
The Results report a mean effect size of 0.21 for aggressive/disruptive behavior, including among universal school-based programs. But that figure covers multiple treatment modalities; the paper does not identify it as the mean specifically for cognitive-behavioral programs. Page numbers were not available in our copy. (LLM, conf=0.90)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“First, although intervention had a positive impact on children’s accurate recognition of emotions after first grade, this process did not significantly predict antisocial behavior after ninth grade.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Inspection of histograms of scores by groups indicated that the intervention group had a lower proportion of members with scores at the high end of the scale (item means > .3; .152 of the control group and .109 of the intervention group) and a higher proportion of members with scores at the low end of the scale (item means < .1; .614 of the control group and .686 of the intervention group).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on adolescent antisocial behavior
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention was associated with higher emotion-recognition skills, lower hostile-attribution biases, more competent response generation, and response evaluation that devalued aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on social-cognitive processes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, although setting of retribution goals predicted adolescent antisocial behavior (thus supporting this process in antisocial development), intervention did not have a significant impact on this process.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Two social-cognitive processes (accurate encoding of cues and setting of retribution goals) were also hypothesized to be mediators, but the evidence did not support mediation.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention was associated with higher emotion-recognition skills, lower hostile-attribution biases, more competent response generation, and response evaluation that devalued aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on social-cognitive processes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Each of the four parcels of items contributed significant variance to the antisocial-behavior construct.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on adolescent antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“First, intervention’s impact on antisocial behavior in Grade 9 was significantly mediated by intervention’s impact on hostile-attribution bias in Grades 4 and 5 (p < .05; standardized coefficient = −0.02, 95% bias-adjusted CI = [−0.07, −0.001]), and 13% of intervention’s impact on antisocial behavior was mediated by improvement in attribution biases.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Mediation of the effect of intervention on antisocial behavior
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- The authors state this as an assumption: Missing data were missing at random.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although each of the three processes increased the proportion of variance accounted for in the long-term impact of intervention, the significance levels that tested unique increments did not meet standard criteria (ps = .17, 07, and .12, for hostile-attribution bias, competent response generation, and aggressive response evaluation, respectively).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention was associated with higher emotion-recognition skills, lower hostile-attribution biases, more competent response generation, and response evaluation that devalued aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on social-cognitive processes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention was associated with higher emotion-recognition skills, lower hostile-attribution biases, more competent response generation, and response evaluation that devalued aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on social-cognitive processes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- The authors state this as an assumption: Missing data were missing at random.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“These measures were not included earlier in the study because of unreliability.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Intervention participation was defined as attendance at one or more group sessions—96% of parents and 98% of children participated during Grade 1. Of these families, 79% of parents and 90% of children attended at least 50% of all Grade 1 sessions (CPPRG, 2002a).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > The Fast Track intervention
What the sources say
- Not matchedcites CPPRG, 2002a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Controlling for race, gender, cohort, site, and initial kindergarten risk score, we estimated the impact of random assignment to the intervention condition on the antisocial-behavior construct using a multigroup measurement-invariant structural equation model with standard errors clustered by kindergarten school to account for the initial randomization process.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on adolescent antisocial behavior
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Prospective studies show that children develop stable patterns of processing social information at each of these steps, and these patterns predict growth in antisocial behavior across development, even when previous behavior is controlled (Dodge, Pettit, Bates, & Valente, 1995).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Social-Cognitive Mechanisms in Antisocial Behavior
What the sources say
- Not checked — no full text of the sourcecites Dodge, Pettit, Bates, & Valente, 1995 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We did not have sufficient statistical power to test mediation separately for each of many subgroups, and although the findings held for the entire sample, they might not hold within each group.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Cunha and Heckman (2010) found that what they termed “noncognitive traits” (but not academic skills) accounted for the Perry Preschool Project’s positive impact on adult outcomes.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Preventive Interventions in Antisocial Behavior
What the sources say
- Not matchedcites Cunha and Heckman (2010)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Not all analyses yielded significant effects (e.g., no effects were found in Grades 7 and 8; CPPRG, 2010), and some analyses yielded significant effects only for the highest-risk subgroup (e.g., CPPRG, 2011).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > The Current Study
What the sources say
- Not matchedcites CPPRG, 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites CPPRG, 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“This instrument documents, with high reliability and validity (Huizinga & Elliott, 1986), the number of times each of 25 acts, such as property damage, theft, assault, and substance use, was committed in the past year.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Measures
What the sources say
- Not checked — no full text of the sourcecites Huizinga & Elliott, 1986 source
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The coefficient alpha based on items used to create parcels for structural equation modeling was .60.”
- Also stated in: § Measures · plain
“The subscales were used to create a latent construct for adolescent antisocial behavior (α = .87).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The quote only partly states this claim.
- Also stated in: § Measures · plain
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Emotion-recognition skill was not measured in later years because of ceiling effects.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Nonparticipation increased modestly across years, primarily because of residential moves.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > The Fast Track intervention
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“within each pair, one set was randomly assigned to an intervention condition and the other set to a control condition.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“The group found that the effect of intervention on these variables as measured in Grade 3 significantly mediated the effect of intervention on aggressive behavior as measured in Grade 4 and marginally mediated the effect of intervention on association with deviant peers as measured in Grade 4.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Preventive Interventions in Antisocial Behavior
What the sources say
- Not matchedcites CPPRG, 2002b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The empirical findings support the roles of core processes of making benign (rather than hostile) attributions about other people’s intentions, generating competent responses to social challenges, and evaluating the outcomes of aggressing ahead of time as unfavorable.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention fidelity was ensured by manualization of all components, regular cross-site training and communication, weekly staff training, and ongoing clinical supervision.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > The Fast Track intervention
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Analyses of intervention’s impact on social-cognitive processes yielded significant effects after Grade 1 on emotion recognition, competent response generation, and endorsement of retaliation (CPPRG, 1999); after Grade 3 on hostile-attribution biases (p < .06) and competent response generation (p < .06; CPPRG, 2002b); and after Grades 4 and 5 on a composite of hostile-attribution biases, ret”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > The Current Study
What the sources say
- Not matchedcites CPPRG, 1999
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites CPPRG, 2002b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites CPPRG, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Controlling for race, gender, cohort, site, and initial kindergarten risk score, we estimated the impact of random assignment to the intervention condition on the antisocial-behavior construct using a multigroup measurement-invariant structural equation model with standard errors clustered by kindergarten school to account for the initial randomization process.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on adolescent antisocial behavior
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The authors state this as an assumption.
Outside interventions occurred at the same rate in the intervention and control groups.
“Outside interventions were neither encouraged nor discouraged and were assumed to occur at the same rate for participants in intervention and control groups.”
The authors state this as an assumption.
Missing data were missing at random.
“Full-information maximum-likelihood estimation accounted for missing data under the assumption that data were missing at random.”
The paper relies on this without support.
No unmeasured third variable accounts for the observed mediation effects.
“It is plausible that an unmeasured third variable would account for both intervention impacts.”
The paper relies on this without support.
Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
“It is plausible that intervention effects are mediated through alternate mechanisms, such as placebo, academic gains, or environmental scaffolding of opportunity.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Abstract
“49% ethnic minority, 51% ethnic majority”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Participants
“The sample was 51% African American, 47% European American, and 2% other ethnicity”
Citations
Cites
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01564.x · Cited by 10,854
A Handbook of Child Psychology
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Crick, N. R., & Dodge, K. A. (1994) · Psychological Bulletin · doi:10.1037/0033-2909.115.1.74 · Cited by 5,510 · cited 1×
“As one example, a social-information-processing model (Crick & Dodge, 1994; Dodge et al., 1986; Huesmann, 1988) asserts that in response to socially challenging situations, individuals respond very rapidly with a sequence of mental operations that may lead to aggressive behavior.”
Self-citationSkill formation and the economics of investing in disadvantaged children
Heckman, J. J. (2006) · Science · doi:10.1126/science.1128898 · Cited by 3,559 · cited 3×
“Since Simon’s (1967) information-processing model of problem solving, several loosely related theoretical traditions have hypothesized that noncognitive traits (Heckman, 2006), executive function of emotional regulation (Blair, 2002), socialemotional learning (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011),…”
Preacher, K. J., & Kelley, K. (2011) · Psychological Methods · doi:10.1037/a0022658 · Cited by 3,060 · cited 1×
“Bias-corrected confidence intervals were based on 10,000 samples, following Preacher and Kelley (2011).”
Explaining Delinquency and Drug Use
WHITE, H. R., Elliott, D. S., Huizinga, D. H., & Ageton, S. S. (1988) · The Journal of Criminal Law and Criminology (1973-) · doi:10.2307/1143422 · Cited by 2,210
Manual for the Teacher's Report Form and 1991 Profile
Achenbach, T. M. (1991) · Medical Entomology and Zoology · Cited by 2,024
Social, emotional, and personality development
Eisenberg, N., & Damon, W. (1998) · Wiley eBooks · Cited by 1,903
Blair, C. (2002) · American Psychologist · doi:10.1037/0003-066x.57.2.111 · Cited by 1,874 · cited 2×
“Since Simon’s (1967) information-processing model of problem solving, several loosely related theoretical traditions have hypothesized that noncognitive traits (Heckman, 2006), executive function of emotional regulation (Blair, 2002), socialemotional learning (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011),…”
Mechanisms in the Cycle of Violence
Dodge, K. A., Bates, J. E., & Pettit, G. S. (1990) · Science · doi:10.1126/science.2270481 · Cited by 1,803
Self-citation
Cited by
Sorted by citations
Items 101–137 of 137
Riggle, E., Schmidt, L. A., Lahat, A., Crowley, M. J., & Tang, A. (2025) · Developmental Psychobiology · doi:10.1002/dev.70019 · Cited by 1
‘Coping cat’ - A CBT modality for Indian children with high anxiety
Mukund, B., Tiwari, R., & Jena, S. P. K. (2025) · Clinical Child Psychology and Psychiatry · doi:10.1177/13591045251324672 · Cited by 1
“It helps children generate solutions for improving their relationships with peers, siblings, and parents, thus curbing their anti-social behavior (Dodge et al., 2013).”
Klos, S., Müller, C. E.-M., Burwick, S., Döpfner, M., & Goertz‐Dorten, A. (2026) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-026-01481-8 · Cited by 1
“Indeed, such an assessment is particularly relevant given that psychotherapeutic interventions addressing SIP (e.g., Lochman & Wells, 2004) are widely used in practice, and research has demonstrated the effectiveness of school-based prevention programs focusing on SIP (e.g., Dodge & Godwin, 2013).”
Stability and change in antagonism over the lifespan
Hill, P. L., Cruitt, P. J., Jackson, J. J., & Oltmanns, T. F. (2019) · Elsevier eBooks · doi:10.1016/b978-0-12-814627-9.00021-9 · Cited by 1
Reactive and Proactive Aggression and Narrative Text Processing
Mouskounti, T., & Diakidoy, I. N. (2022) · Springer eBooks · doi:10.1007/978-3-030-98711-4_37-1 · Cited by 1
Tran, T. T. C., Le, T. V., Cao, C. T., Dam, A. T. V., & Nguyen, Q. T. (2024) · Multidisciplinary Science Journal · doi:10.31893/multiscience.2024197 · Cited by 1
Li, N., Peng, J., Sun, X., et al. (2025) · Child & Family Social Work · doi:10.1111/cfs.13311 · Cited by 1
Boxmeyer, C. L., Lochman, J. E., Kassing, F., Mitchell, Q. P., & Romero, D. E. (2018) · Elsevier eBooks · doi:10.1016/b978-0-12-811323-3.00010-9 · Cited by 1
Theorien der sozialen Entwicklung
Siegler, R. S., Saffran, J. R., Gershoff, E. T., & Eisenberg, N. (2021) · Springer eBooks · doi:10.1007/978-3-662-62772-3_9 · Cited by 1
REDUCING AGGRESSION IN CHILDREN THROUGH A SCHOOL-BASED COPING POWER PROGRAM
Mushtaq, A. (2015) · Cited by 1
Targeted, preventive interventions in primary school prevent mental health problems in adolescence
Baker‐Henningham, H. (2014) · Evidence-Based Mental Health · doi:10.1136/eb-2014-101864
Theorien der sozialen Entwicklung
Siegler, R. S., Eisenberg, N., DeLoache, J. S., & Saffran, J. R. (2016) · Springer eBooks · doi:10.1007/978-3-662-47028-2_9
Young, G. C. (2016) · Springer eBooks · doi:10.1007/978-3-319-24094-7_33
Hord, M. K. (2015) · DigitalCommons (California Polytechnic State University)
Psychosocial Treatment and Prevention in the Adolescent Years for ODD and CD
Daly, B. P., DeMatteo, D. S., Hildenbrand, A. K., Baker, C. N., & Fisher, J. H. (2017) · Wiley eBooks · doi:10.1002/9781119092254.ch28 · Cited by 47
Research Progress on the Relationship between Harm Aversion and Proactive Aggression
茹, 怡. (2020) · Advances in Psychology · doi:10.12677/ap.2020.102022
“社会信息加工模型(social information processing (SIP) model)从理论层面上建构了个体的特定认知模 式是如何影响其攻击表现的(Dodge & Crick, 1990; Dodge & Coie, 1987)。该模型提出，个体从线索出现到 攻击行为实施一共包含 6 个步骤。第一步，线索编码。在该过程中，个体需要在广泛的环境刺激线索中…”
Using Social Information Processing Theory to Counsel Aggressive Youth.
Santone, E., Crothers, L. M., Kolbert, J. B., et al. (2020) · Journal of school counseling
Dare to Care-Adolescent’s Mental Health
Kumar, M. (2016) · International Journal of Indian Psychology · doi:10.25215/0303.170
Young, G. C. (2021) · Springer eBooks · doi:10.1007/978-3-030-82540-9_7
Elaborating the Integrated (Sub)stage Model
Young, G. C. (2021) · Springer eBooks · doi:10.1007/978-3-030-82540-9_4
Franzen, M. (2022) · University of Groningen research database (University of Groningen / Centre for Information Technology) · doi:10.33612/diss.198284603
Störungen des Sozialverhaltens
Stadler, C. (2018) · Springer eBooks · doi:10.1007/978-3-662-57369-3_28
(2016) · Wiley eBooks · doi:10.1002/9781118972519.refs
The Fast Track Project: Effects on Violence and Aggression and Related Outcomes
Conduct Problems Prevention Research Group (2017) · Wiley eBooks · doi:10.1002/9781119057574.whbva073
Boldrini, T., Ghiandoni, V., Mancinelli, E., Salcuni, S., & Solmi, M. (2020) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/dak6b
Matthys, W., & Lochman, J. E. (2017) · Wiley eBooks · doi:10.1002/9781119092254.ch30 · Cited by 2
The Aggressive-Disruptive Child and School Outcomes
Bierman, K. L., & Slotkin, R. A. (2022) · Springer eBooks · doi:10.1007/978-3-030-98711-4_73-1
Reactive and Proactive Aggression and Narrative Text Processing
Mouskounti, T., & Diakidoy, I. N. (2023) · Springer eBooks · doi:10.1007/978-3-031-31547-3_37
Research Progress on the Relationship between Violent Harm Aversion and Proactive Aggression
吕, 洁. (2024) · Advances in Psychology · doi:10.12677/ap.2024.144200
Adaptation and validation of a social information processing assessment procedure for research
Ortega, B., Jiménez, M. V. J., Latorre, J. M., & van Rest, M. M. (2025) · Child Neuropsychology · doi:10.1080/09297049.2025.2462757
Self-Regulation Intervention Impact on Turkish Children with Emotional and Behavioral Disorder Risks
Apaydın, G., & Aykut, Ç. (2025) · Behavioral Sciences · doi:10.3390/bs15040508 · Cited by 1
“…recognizing situations where they feel stress or anger and managing their emotional reactions to these situations (Zeman et al., 2006), and may perceive the behaviors of those around them as hostile due to their difficulties in interpreting social cues (Crick & Dodge, 1994; Dodge et al., 2013).”
Kühl, E., van Rest, M. M., Deković, M., et al. (2025) · Cognitive Therapy and Research · doi:10.1007/s10608-025-10677-z
Hofmann, L., Dose, C., Döpfner, M., & Goertz‐Dorten, A. (2026) · Child Psychiatry & Human Development · doi:10.1007/s10578-026-01999-4
Ortega, B., Jiménez, M. V. J., Topino, E., et al. (2026) · Anuario de Psicología Jurídica · doi:10.5093/apj2026a9
“Several studies have reported that SIP skills mediate between victimization experiences and subsequent social maladjustment (e.g., Dodge et al., 2013; Helmsen et al., 2012; Pettit et al., 2010; Zhu et al., 2020; Ziv, 2012;).”
Policies for increasing prosocial behavior : evidence from three experimental studies
Beasley, E. (2013) · theses.fr (ABES) · doi:10.70675/a9858a45z9a16z452bza4ceze36e230b9b7f
Machado, M. S., Castro, J., & Cardoso, C. S. D. F. L. P. (2026) · Deviant Behavior · doi:10.1080/01639625.2026.2680457
Wusirige, Jian, B., & Merrin, G. J. (2026) · Journal of Research on Adolescence · doi:10.1111/jora.70259
Metadata
- Authors
- Dodge, K. A., Godwin, J., & The Conduct Problems Prevention Research Group
- Affiliations
- Duke University (US)
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2013-02-13
- Volume
- 24
- Issue
- 4
- Pages
- 456-465
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- PMC
- PMC3726052
- OpenAlex
- W2140550069
- Cited by
- 140
- References
- 58
- Citations by year
- 2026: 6 · 2025: 12 · 2024: 7 · 2023: 8 · 2022: 12 · 2021: 10 · 2020: 12 · 2019: 8 · 2018: 10 · 2017: 9 · 2016: 19 · 2015: 18 · 2014: 5 · 2013: 2
- FWCI
- 21.96
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- Research Explorer (The University of Manchester) (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R18MH050951, R01MH048043, K05MH000797, R18MH048043, R18MH050953, K05MH001027, R18MH050952)
- National Institute on Drug Abuse (DA016903, R01DA016903, P30DA023026, K05DA015226)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P2CHD065563, R24HD065563)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
- Keywords
- antisocial behavior, adolescents, social information processing, socio-cognitive processes, hostile attribution bias, social problem solving, aggression prevention, elementary school students, mediation, social skills training, parent training
- MeSH terms
- Adolescent, Adolescent Behavior, Aggression, Child, Child Health Services, Female, Humans, Juvenile Delinquency, Male, Social Behavior, Social Behavior Disorders, Social Perception, Conduct Disorder, Adolescent Development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
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Cited sources are checked with a language model’s help (gpt-6-sol).
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